Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
Students will create PSA or commercial that incorporates persuasive and propaganda techniques. The video will also include film shots and music or sound to aid in the effectiveness of the message. Students will then analyze the videos to identify the technique used and its effectiveness.
Essential Questions What will guide student
inquiry?
What are the different techniques authors use to persuade their readers?
What are propaganda techniques that advertisers and authors use to persuade their readers?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
3.3.3 - Describe the intended effect of persuasive strategies and propaganda techniques (e.g., bandwagon, peer pressure, repetition, testimonial, transfer, loaded words) that an author uses.
3.3.2 - Identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object.
LS-E1. Prepare and deliver an organized speech and effectively convey the message through verbal and nonverbal communications with a specific audience.
LS-E4. Predict, clarify, analyze and critique a speaker’s information and point of view.
VP-E2. Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images.
VP-E1. Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions.
Student Outcomes What will students learn
and do?
Students will learn how to identify and use persuasive and propaganda techniques.
Students will use iMovie to make a video incorporating various film shots, sound effects, and music.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Project Overview
Title: PSA/Commercial
Grade Level: 6th
Subject Area: Language Arts
Time Frame (when, duration): December, 12 class periods
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
What are propaganda techniques that advertisers and authors use to persuade their readers?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
3.3.2 - Identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object.
LS-E1. Prepare and deliver an organized speech and effectively convey the message through verbal and nonverbal communications with a specific audience.
LS-E4. Predict, clarify, analyze and critique a speaker’s information and point of view.
VP-E2. Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images.
VP-E1. Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions.
What will students learn
and do?
Students will use iMovie to make a video incorporating various film shots, sound effects, and music.
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL